PD & ICT

Edit 1 3 …

Main Points, Key Terminology, Connections to other Readings, and Noteworthy Quotes regarding:

Teacher Professional Development and ICT: Strategies and Models
by Charalambos Vrasidas and Gene V Glass


Main points of article:

  • Challenges associated with ICT and professional development
    • Some teachers/students have limited access to the internet (p.89)
    • "...teachers need 3-6 years of sustained practice to integrate ICT fully into the classroom." (pg. 91)
    • Computers were originally designed for business, not education (p.92)
    • Technology becomes out of date quickly (p.92)
  • Effective models/approaches of ICT related professional development
    • "Blended" approach (p.89)
    • Communities of Practice (p.90)
    • STAR Online: Supporting Teachers with Anywhere/Anytime Resources (p.90)
    • VTLC: Virtual Teaching and Learning Community (p.90)
  • Strategies for effective ICT- related professional development (Table 1, p.93)
    • Learning Designs
    • Authentic Engagement within teacher's contexts
    • Opportunities for reflection
    • Collaborative Efforts
    • Ongoing support
    • Informal learning
    • Systemic Effort
    • Leadership

Key terminology

  • Communities of practice: "...groups of individuals bound by what they do together- anything from engaging in informal discussions to solving problems- and by what they have learned through mutual engagement in these activities. Thus, communities of practice are sites of mutual learning and important contributors s to the success of knowledge- dependent organizations" (Vrasidas & Zembylas, 2004) (p.90)
  • STAR Online: Supporting Teachers with Anywhere/Anytime Resources- model of ICT-related professional development (p.90)
  • VTLC: Virtual Teaching and Learning Community- "...provides interactive, self-paced, and collaborative development." (p.90)

Poster discussion points:

Poster #1: "Students learn best when they are actively engaged in meaningful activities; when they collaborate with peers, exchange ideas, and provide and receive peer feedback; when they reflect critically on what they are doing; when they work on real-world, challenging, authentic activities; when their work is constantly evaluated; and when they are intrinsically motivated. But it is easily forgotten that teachers/adults learn best in the same ways" (Bransford, Brown, & Cocking, 1999). pg.93
  • Sometimes it is difficult to connect with these teaching strategies when educators are required to strictly adhere to "the standards".
  • The term "evaluated often" inspired considerable discussion among group members as to what "often" means, what type of "evaluation" the author is referring to (high stakes or authentic assessment), and if constant evaluation actually causes students to "learn best"

Poster #2: Ongoing professional development is essential for school improvement, and it can empower teachers to address the challenges they face in their everyday teaching and to meet demands for teacher quality and school accountability." p.88
  • Several challenges for successful professional development for teachers were cited including: Time restraints, financial restraints, and achieving total "but in" from the teaching staff.
  • There was a consensus that teacher professional development courses would be most effective if taught by fellow teachers. This would allow for on-sight support and coaching.
  • Administrators need to allow teachers time to practice what they learned prior to implementation of new technologies.

Poster #3: What was the last professional development you attended and how would you rate it?
  • There was a general dissatisfaction with class's experience with professional trainings. Some educators reported being forced to attend trainings that were not useful because they were not practically applicable, they did not receive follow-up instruction/coaching, and more training opportunities were needed in order to make the subject matter useful.

Poster #4: "One of the most important skills that a person must now have is the ability to learn online-skills like searching for information, critically evaluating such information, and using it to solve specific problems will be essential for both teachers and students." p.99
  • Students and teachers must learn/be taught how to critically evaluate sources (especially online).

Poster #5: What drives real educational change?
  • This question sparked discussion about the question itself: What is real? (California cheese is) Does this "real" educational change imply a "good" change? and finally, "who should drive educational change?"
  • Groups decided that administrators, teachers, the public, politicians, corporations, text book publishers and finally teachers are the catalysts for change, but feel that the ones actually teaching should be involved with (or lead) the process of change.